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Lesson 3 - Balancing and Object Control

Movement Foundations

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Reception

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Gymnastics

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45 min

Big Question

How can we balance objects on our bodies while moving safely and with control?

Learning Objectives

Balance beanbags on different body parts whilst moving
Control balls and beanbags using various body parts
Work cooperatively in teams to transfer equipment

Key Outcomes

Students will demonstrate improved balance whilst carrying objects
Students will show controlled movements when manipulating equipment
Students will work effectively as team members in equipment transfer activities

Equipment & Resources Required

Balls

1 per student (30)

Place around edge of area for easy collection

Alternative: Small cushions, bean-filled socks

Gymnastics Mats

15 mats (1 per pair)

Spread around area with good spacing between each

Alternative: Carpet squares, marked floor spaces

Hoops

10 hoops (2 per team)

Use for team activities - one 'home' and one 'collection' hoop per team

Alternative: Chalk circles, rope circles

Cones

20 cones

Additional equipment for team transfer activities

Alternative: Markers, bean bags

Key Vocabulary

Balance

Keeping steady and not falling over

Control

Making something move exactly where you want it to go

Body parts

Different parts of our body like head, shoulders, knees, feet

Travelling

Moving from one place to another

Transfer

Moving something from one place to another

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic travelling movements (walking, jumping, hopping)
Understanding of different body parts
Simple balance activities from previous lessons

Current Skills

Static balance with objects on body parts
Dynamic balance whilst travelling
Object manipulation and control
Team cooperation and turn-taking

Next Steps

More complex travelling patterns with equipment
Partner work and mirroring movements
Introduction to simple gymnastics apparatus

Milestone Indicators

Can balance beanbag for 10+ seconds whilst stationary

Can walk 5 metres with beanbag on head without dropping

Can control ball movement in intended direction

Key Teaching Points

Balance requires stillness and concentration - start static before adding movement
Object control improves with practice and experimentation with different body parts
Teamwork requires listening, turn-taking, and encouraging others
Body awareness develops through focused attention on heartbeat and breathing
Safety comes from controlled movements, not speed or competition
Relaxation is a skill that requires practice and quiet environment
Individual success matters more than comparison with others

Common Misconceptions

That balance means holding very still without any adjustment
That faster movement shows better control
That some students 'can't' do balance activities
That relaxation time is not important exercise learning
That team activities must be competitive to be valuable
That object control is only about using hands

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries and rules, regular positive feedback, movement breaks built in

dyspraxia

Larger equipment for easier manipulation, extra practice time, break down complex movements into smaller steps

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed, consistent verbal cues

visual impairment

Use textured beanbags, provide verbal descriptions of all movements, buddy system for guidance

hearing impairment

Clear visual demonstrations, use hand signals, ensure student can see teacher's face for lip reading

physical disability

Seated balance activities, modified equipment (larger balls), adapted distances and challenges

Cross-Curricular Links

English

Following instructions, describing body parts, explaining feelings and sensations

Maths

Counting team members, sequencing activities, understanding fast/slow concepts

Science

Understanding body responses to exercise, heart rate and breathing changes

PSHE

Teamwork, cooperation, turn-taking, supporting others, managing emotions

Teacher Guidance

Positioning

Position to see all students, move around during activities to provide individual support

Observation Focus

Watch for balance control, safe movement, cooperation in teams, and genuine relaxation

Intervention Points

Step in if students are moving unsafely, not cooperating in teams, or struggling with balance challenges

Demonstration Notes

Demonstrate all activities clearly, emphasise safety points, show progression from easy to harder challenges

Verbal Cues

•'Slow and controlled movements'
•'Keep your balance, don't rush'
•'Help your team members'
•'Gentle, relaxed breathing'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or playground area minimum 15m x 20m with clear boundaries

Surface Check

Non-slip surface, free from obstacles, even flooring suitable for lying down

Equipment Safety

Safety Checks

•Check beanbags are securely sewn with no loose stitching
•Ensure balls are properly inflated but not over-inflated
•Verify mats are clean and positioned securely
•Check hoops are intact with no sharp edges

Risk Management

Key Risks

•Slips and falls during dynamic balance
•Collisions between students during movement
•Inappropriate throwing of equipment
•Dizziness when standing up after relaxation

Risk Mitigation

•Emphasise controlled, slow movements throughout
•Maintain adequate spacing between students and pairs
•Clear rules about equipment use and handling
•Gradual transition from relaxation to standing

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during balance activities
•Monitor team activities for safe participation
•Check students during relaxation for appropriate rest

Emergency Procedures

Stop activity immediately if any student falls or is injured, assess and provide appropriate first aid, have contact details readily available